@article {1254,
	title = {EXAMINING THE PHYSICS CONCEPTIONS, SCIENCE ENGAGEMENT AND MISCONCEPTIONS OF UNDERGRADUATE STUDENTS IN STEM},
	journal = {Journal of Baltic Science Education},
	volume = {22},
	year = {2023},
	month = {February/2023},
	pages = {Continuous},
	type = {Original article},
	chapter = {10-19},
	abstract = {Exploring students{\textquoteright} physics conceptions, science engagement and misconceptions in physics together with their association to certain variables (gender, educational background, and program of study) are essential in improving physics teaching and learning. However, few studies have been conducted to explore these three measures and almost none among STEM undergraduate students in the domain of Newtonian mechanics. To explore these measures, the Force Concept Inventory (FCI) and the Science Engagement Survey (SES) were administered to 281 STEM undergraduate students. Various statistical tools (ANOVA, t-test, correlations, etc.) have been utilized in the data analyses. The result revealed that gender and previous upper-secondary school strand have no significant effect on physics conceptions but have a significant effect on science engagement. The results also revealed a weak correlation between physics conceptions and science engagement, suggesting that interest becomes more effective when it was developed during the learning process. Finally, the results also revealed that more than 80\% of the participants have a misunderstanding about the force direction of a thrown object, confirming that the dominant features of force and motion students have less conform to problems that involve non-contact force. },
	keywords = {conceptual change, misconceptions, physics conceptions, science engagement},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/23.22.10 },
	url = {https://oaji.net/articles/2023/987-1676960251.pdf},
	author = {Michael Allan A. Bahtaji}
}
@article {1186,
	title = {STUDENTS{\textquoteright} IDEAS ON COMMON EXPERIMENTS ABOUT THE PARTICULATE NATURE OF MATTER },
	journal = {Journal of Baltic Science Education},
	volume = {21},
	year = {2022},
	month = {June/2022},
	pages = {Continuous},
	type = {Original article},
	chapter = {381-397},
	abstract = {Research on students{\textquoteright} thinking about the particulate nature of matter has shown that students find it difficult to connect the macroscopic with the sub microscopic world. Although they have heard about atoms, students stay within a continuous model of matter or attribute macroscopic properties to particles. The research presented focuses on the arguments students make when they have to explain experiments on a sub microscopic level. The question is if experiments convince students of the applicability of the particulate nature of matter. Therefore, the researchers conducted twenty interviews according to the method of probing acceptance with students from lower and upper-secondary school. Every interview featured one of five experiments, commonly used in teaching. The goal was to see if the experiments helped students to successfully apply the particulate model of matter. Students{\textquoteright} answers were coded using qualitative content analysis. The results of this research show, that explaining experiments on a sub microscopic level proves a great challenge for students. None of the five experiments seems to be a good starting point when engaging students with the particulate nature of matter for the first time. Therefore, further research should focus on other ways of introducing this difficult topic to students. },
	keywords = {classroom experiments, conceptual change, particulate model, probing acceptance},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/22.21.381},
	url = {https://oaji.net/articles/2022/987-1656443487.pdf},
	author = {Florian Budimaier and Martin Hopf}
}
@article {963,
	title = {THE ROLE OF MATH AND SCIENCE EXPOSURE ON THE EFFECT OF 5E INSTRUCTIONAL MODEL IN PHYSICS CONCEPTIONS},
	journal = {Journal of Baltic Science Education},
	volume = {20},
	year = {2021},
	month = {February/2021},
	pages = {Continuous},
	type = {Original article},
	chapter = {10-20},
	abstract = {5E instructional model is commonly utilized in science teaching to promote conceptual learning. However, the benefit of 5E instructional model cannot be fully attained if the knowledge and skills essential to learning were not properly established from past. Similarly, the development of new concepts cannot be fully attained if the important processes inculcated in the 5E model were not considered in teaching. In this research, the effects of 5E model instruction and previous learning experiences on the conceptual learning of students in Newtonian mechanics were evaluated. Using 2 x 2 factorial research design, the conceptual understanding of 172 undergraduate students was evaluated before and after the experiment. These participants were distributed into four groups with different programs. The result revealed that both 5E instructional model and previous learning experiences contributed to the conceptual learning of students in mechanics. Those students who received 5E instructional model and whose exposure to science and math courses is high, gained the highest increase in the mean score after the experiment. This suggests that the effectiveness of 5E instructional model can be fully achieved if the knowledge and skills essential to learning and conceptual change were properly established from previous learning experiences and activities.},
	keywords = {5E Model, conceptual change, conceptual learning, learning cycle, prior knowledge},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/21.20.10},
	url = {http://oaji.net/articles/2021/987-1611648389.pdf},
	author = {Michael Allan A. Bahtaji}
}
@article {782,
	title = {EFFECTIVENESS OF THE CONCEPTUAL CHANGE METHOD ON UNDERSTANDING PLANT MASS INCREASE},
	journal = {Journal of Baltic Science Education},
	volume = {18},
	year = {2019},
	month = {August/2019},
	pages = {Continuous},
	type = {Original article},
	chapter = {569-582},
	abstract = {This research aimed to assess the influence of the method of conceptual change on understanding the concept of increasing the mass of plants among 414 students in agricultural education in Slovenia. In photosynthesis, biomass is produced, so understanding these processes is essential for successful agriculture. Data were collected using a knowledge test and a questionnaire that were administered before and after the traditional and experimental teaching units. The results allowed the conclusion that the method of the conceptual change (experimental teaching unit) was significantly more effective than the traditional method in improving the understanding of the contribution of solar energy and carbon dioxide to the increase in the mass of plants. There was no significant difference in the improvement of knowledge about the contribution of the minerals that plants receive through their roots. Understanding the contribution of water to the increase of the mass should be tested further because of the unexpected misconception that influenced the results that was found among students. Students{\textquoteright} attitudes toward biology and photosynthesis were significantly better after the experimental teaching unit. Considering these findings, other topics should be prepared using the method of the conceptual change to assist biology and science teachers in agricultural education.},
	keywords = {agricultural education, biology education, conceptual change, photosynthesis, plant mass},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/19.18.569},
	url = {http://oaji.net/articles/2019/987-1564686398.pdf},
	author = {Katja Gobec and Jelka Strgar}
}
@article {582,
	title = {PROMOTING PRE-SERVICE SCIENCE TEACHERS{\textquoteright} CONCEPTUAL UNDERSTANDING ABOUT BOILING BY DIALOGIC TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {16},
	year = {2017},
	month = {August/2017},
	pages = {Continuous},
	type = {Original article},
	chapter = {459-471},
	abstract = {In order to reach students who can efficiently use intended scientific understandings, it is important to have science teachers without conceptual difficulties. The aim of present research is to enhance pre-service science teachers{\textquoteright} conceptual understanding about boiling by dialogic teaching. The sample consisted of forty-three pre-service science teachers in their first year of teacher education. Dialog-based instructional activities were conducted in a chemistry laboratory course. Audio recordings of classroom discourse and written texts were used for data collection. Pre-service science teachers{\textquoteright} conceptions about boiling identified before and after dialogic teaching were analyzed using content analysis.. The findings showed that dialogic teaching efficiently supported pre-service science teachers{\textquoteright} understanding about boiling.},
	keywords = {boiling topic, conceptual change, dialogic teaching, pre-service science teachers},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/17.16.459},
	url = {http://oaji.net/articles/2017/987-1503904739.pdf},
	author = {Mehmet Demirba{\u g} and Sevgi Kingir}
}
@article {362,
	title = {CONCEPTUAL CHANGE ACTIVITIES ALLEVIATING MISCONCEPTIONS ABOUT ELECTRIC CIRCUITS},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {June/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {298{\textendash}315 },
	abstract = {This study contributes to a growing literature that investigates vocational students{\textquoteright} conceptual understanding of electricity by proposing a multidimensional and pragmatic approach to conceptual change. Conceptual change model-based activities were designed in a six-stage conceptual change model and were incorporated into a four-week course. The effectiveness of these activities was measured in terms of changing these students{\textquoteright} misconceptions about simple electric circuits towards scientifically accepted ideas in terms of their revolutionary versus evolutionary nature and the extent of transfer of learning. Transformative mixed methods research design was used consisting mainly of a one-group pre-test post-test design with DIRECT Test 1.2 as a research instrument. Paired samples t-test analysis for 15 students{\textquoteright} test scores indicated that there was a statistically significant difference between students{\textquoteright} pre- and post-test scores. The results of the frequency analysis in both pre- and post-tests show a significant percentage drop in the number of students having the identified misconceptions. The majority of students during post pre-test interviews justified their answers incorrectly, but more than 80\% answered correctly in the post post-test interview.},
	keywords = {conceptual change, conceptual change model, electric circuits, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.298 },
	url = {http://oaji.net/articles/2015/987-1437678688.pdf},
	author = {Achillefs Kapartzianis and Jeanne Kriek}
}
@article {351,
	title = {INVESTIGATING GRADE 10 LEARNERS{\textquoteright} ACHIEVEMENTS IN PHOTOSYNTHESIS USING CONCEPTUAL CHANGE MODEL},
	journal = {Journal of Baltic Science Education},
	volume = {13},
	year = {2014},
	month = {April/2014},
	pages = {Continuous},
	type = {Original article},
	chapter = {155-164},
	abstract = {Challenges in the learning photosynthesis topic may arise from misconceptions. This study investigated Grade 10 learners{\textquoteright} achievements in photosynthesis using the Conceptual Change Model (CCM) to minimize misconceptions and to develop understanding of photosynthesis in rural high schools in South Africa. A quasi-experimental design was used with a sample of 78 Grade 10 learners: 39 Experimental Group (EG) and 39, Control Group (CG). Achievement test, learning materials and a questionnaire were used to collect data. Data were analysed using descriptive statistics, t-test, Analysis of covariance (ANCOVA) and Pearson correlation. Results from post-tests show that EG taught using the CCM exhibited higher achievements than the CG taught using traditional approach. ANCOVA show that there were significant differences in performance between pre- and post-test of the EG. Performance and attitudes correlation was (r = 0.89) for EG and (r = 0.33) for CG, suggesting that CCM positively influenced learners{\textquoteright} attitudes towards Life Sciences. },
	keywords = {achievement, conceptual change, misconceptions},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/14.13.155},
	url = {http://oaji.net/articles/2015/987-1437062876.pdf},
	author = {Benedict Tlala and Israel Kibirige and Joseph Osodo}
}
@article {318,
	title = {INVESTIGATING THE EFFECTIVENESS OF PREDICT-OBSERVE- EXPLAIN STRATEGY ON TEACHING PHOTO ELECTRICITY TOPIC},
	journal = {Journal of Baltic Science Education},
	volume = {12},
	year = {2013},
	month = {October/2013},
	pages = {Continuous},
	type = {Original article},
	chapter = {548-564 },
	abstract = {In this study, Predict-Observe-Explain (POE) strategy was introduced and its effectiveness was investigated with respect to prospective science teacher opinions on an experimental activity, during the implementation and at the end of the process. The study was implemented to a group of 16 science and technology education program prospective science teachers. The research data was obtained with the analysis of worksheet and the results of experimental discussions with prospective science teachers. The developed experimental activities were conducted over the {\textquotedblleft}Experimental Worksheet{\textquotedblright} including the stages of pre-experiment (prediction), experiment (observation), and post-experiment (explain) according to the POE strategy. Finally, between 10-12 min time discussion environment was prepared for 4 different groups. At the end of the study, evaluations were realized on applicability of POE and it was concluded that the developed activity according to the POE was effective and attractive in learning the science concepts.},
	keywords = {conceptual change, experiment design, misconceptions, photo electricity, predict-observe-explain strategy},
	issn = {1648-3898},
	doi = {https://doi.org/10.33225/jbse/13.12.548},
	url = {http://oaji.net/articles/2015/987-1425810146.pdf},
	author = {Hakan {\c S}evki   Ayvac{\i}}
}
@article {201,
	title = {THE CHANGES IN PUPILS{\textquoteright} CONCEPTIONS OF HUMAN BODY BASED ON SCIENCE, TECHNOLOGY AND SOCIETY BASED TEACHING},
	journal = {Journal of Baltic Science Education},
	volume = {9},
	year = {2010},
	month = {September/2010},
	type = {Original article},
	chapter = {212-223},
	abstract = {This paper explores the changes in 12 year old pupils{\textquoteright} conceptions of the organs and systems of the human body. The research was conducted as an intervention study in one Finnish primary school. The instruction was carried out by using the STS teaching approach which aims at linking the studying contents to everyday life contexts. The drawing method was used to catch pupils{\textquoteright} concep{\textlnot}tions of organs and parts of the body, before and after the teaching period. In addition, nine pupils were interviewed. Re{\textlnot}sults indicate that before teaching, pupils were able to name several organs of the human body, but they had no understand{\textlnot}ing of how they function and what is their relation with each other. After the teaching period the pupils were able to name more of the organs and explain more clearly their function and meaning. In particular, the brain and digestive systems were understood more accurately.},
	keywords = {conceptual change, human body research},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1405172039.pdf},
	author = {Sari Havu-Nuutinen and Tuula Keinonen}
}
@article {156,
	title = {CHANGING STUDENTS{\textquoteright} MISCONCEPTIONS OF FLOATING AND SINKING USING HANDS-ON ACTIVITIES},
	journal = {Journal of Baltic Science Education},
	volume = {7},
	year = {2008},
	month = {October/2008},
	type = {Original article},
	chapter = {134-146},
	abstract = {The aim of this study is to develop hands-on activities and to investigate their effects in changing students{\textquoteright} misconceptions of floating and sinking. It was conducted with 28 eighth-grade students. To assess students{\textquoteright} understanding and the effects of the instruction based on hands-on activities, a diagnostic test, Floating and Sinking Conceptual Test (FSCT), was employed in the study. It was found out that the instruction based on hands-on activities did have a significant positive effect on students{\textquoteright} understanding of flotation concepts and rules. Moreover, the hands-on activities designed for eight problematic areas where students commonly had difficulties helped them to replace their misconceptions with the scientific ones. It is suggested that further studies should be undertaken to highlight the question {\textquoteleft}Does the conceptual change strategy used in this study affect students{\textquoteright} long-term memory?{\textquoteright}},
	keywords = {conceptual change, hands-on activities, science education, sinking and floating},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404719938.pdf},
	author = {Suat Unal}
}
@article {139,
	title = {USING PHENOMENOGRAPHY COMBINED WITH KNOWLEDGE SPACE THEORY TO STUDY STUDENTS{\textquoteright} THINKING PATTERNS IN DESCRIBING AN ION},
	journal = {Journal of Baltic Science Education},
	volume = {6},
	year = {2007},
	month = {October/2007},
	type = {Original article},
	chapter = {27-33},
	abstract = {This study compares Hungarian 7th to 11th graders{\textquoteright} thinking patterns in describing an ion. The combination of phenomenography and knowledge space theory was used as evaluation method to explore students{\textquoteright} reasoning and to follow the change in students{\textquoteright} cognitive structures. According to the phenomenographic analysis of the responses, three main categories, {\textquoteleft}ions are particles{\textquoteright}, {\textquoteleft}charge of ions{\textquoteright} and {\textquoteleft}formation of ions{\textquoteright}, were identified. Connections between these categories were determined by adapting knowledge space theory to the hierarchy of categories. Results showed a typical shape of the process of conceptual change. The initial model for representation of students{\textquoteright} knowledge structure is a simple one but during the instruction this model becomes more complex and finally {\textquoteleft}crystallises{\textquoteright} the new model. In the initial model, the {\textquoteleft}charge of ions{\textquoteright} category was independent of the {\textquoteleft}formation of ions{\textquoteright} category, and these both categories were built on the category {\textquoteleft}ions are particles{\textquoteright}. Significant change in connections among categories could be detected in 8th grade. From 8th grade the category {\textquoteleft}ions are particles{\textquoteright} as basic knowledge was changed into the category {\textquoteleft}charge of ions{\textquoteright}. At the end of the instruction (in 11th grade) {\textendash} after mixing these models in 9th and 10th grades {\textendash} a double model with basic category {\textquoteleft}charge of ions{\textquoteright} was found for representation of students{\textquoteright} thinking patterns in describing an ion.},
	keywords = {conceptual change, ion, knowledge space theory, phenomenography},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2014/987-1404288547.pdf},
	author = {Zolt{\'a}n T{\'o}th and Lajos Lud{\'a}nyi}
}
@article {85,
	title = {PHYSICS LEARNING WITH EXPLORATORY TALKS DURING A MINI-PROJECT - A CASE STUDY OF FOUR GIRLS WORKING WITH ELECTRIC CIRCUITS},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {March/2005},
	type = {Original article},
	chapter = {5-11},
	abstract = {During physics instruction with mini-projects, four upper secondary school girls decide to plan how to teach electric circuits to younger children. Their group discussions result in a conceptual change related to the concepts resistance and current. Their prior conception, built on current consumption, leads them into conceptual conflicts, and by exploratory talks they reach a new view based on current as movement with different speed. Students{\textquoteright} ownership of learning (SOL) is increased by an instructional design with mini-projects. This gives students the opportunity to choose a unique question, to determine their own learning process, to increase their motivation and to enhance development of competence and self-confidence.

Ownership of learning includes factors that connect the students{\textquoteright} learning process to the students{\textquoteright} learning environment. In this meaning the ownership is an aspect of student influence. With further cases the conceptual relations between ownership, motivation and learning hopefully can be further developed and clarified. In this small group work in physics the students  have got possibility for ownership from the instructional design, and two individual have ownership by their possibility to relate to earlier experiences and anomalies of understanding. Their unique question gives them high motivation, and help them to enhance and develop their understanding of the concepts resistance and current by exploratory talks and reflective thinking. They find their old view of resistance to be misleading, and develop a new view where resistance is connected to the current speed (as amount of charges passing per second), a view closer to scientific thinking.},
	keywords = {conceptual change, electric circuits, motivation, physics teaching, students{\textquoteright} ownership of learning},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481049284.pdf},
	author = {Margareta Enghag and Hans Niedderer}
}
@article {96,
	title = {PUPILS{\textquoteright} MENTAL MODELS OF A PULLEY IN BALANCE},
	journal = {Journal of Baltic Science Education},
	volume = {4},
	year = {2005},
	month = {October/2005},
	type = {Original article},
	chapter = {26-34},
	abstract = {Pupils from 5th, 7th and 9th grades compared the weight of a small standard mass and a big bag hanging in a pulley at different positions in equilibrium. In all the three age groups the majority (about 70\%) of the pupils stated that the lower hanging bag is heavier. Less than 15\% of the pupils in the 7th and 9th grades understood that the bodies must have the same weight. Pupils{\textquoteright} reasoning was classified into four categories that were interpreted as mental models according to Vosniadou{\textquoteright}s framework theory. Only about 5\% of the seventh graders and 10\% of the ninth graders seem to grasp the scientific model Motion that leads to the concept of gravity.},
	keywords = {conceptual change, mental model, physics education, secondary school, weight},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2016/987-1481284915.pdf},
	author = {Olavi Hakkarainen and Maija Ahtee}
}
@article {45,
	title = {ASPECTS OF CONSTRUCTIVISM},
	journal = {Journal of Baltic Science Education},
	volume = {1},
	year = {2002},
	month = {October/2002},
	type = {Original article},
	chapter = {50 - 58},
	abstract = {An experimental setting was used in a class of 23 sixth-grade students to prompt discussions about shadows.  A rectangular wooden block with an incandescent electric lamp, mounted in the middle of each side, consisted the experimental setting.  Additionally, there was a fifth lamp that was positioned exactly above the house and could be removed at any time.  Each lamp could be replaced by other lamps of different colours and could be turned on and off independently.  A two-dimensional model of a house, made of opaque cardboard, was also mounted upright at the center of the wooden block.  The model showed a house with an inclined roof, a chimney, and one door and two windows that were represented using three movable pieces of cardboard.  Students were asked to predict the position and other characteristics of the shadow when (a) each one of the five lamps was turned on individually, and (b) two lamps mounted on opposing sides of the wooden block were turned on simultaneously.  Discussions were facilitated in order to create cognitive dissonance in students{\textquoteright} thinking and support the consequent psychological process of equilibration through a collaborative negotiation of students{\textquoteright} diverse understandings.  The transcribed discussions were analyzed in an attempt to exemplify the importance of the social interaction between students{\textquoteright} knowledge schemes and their experience with the environment (physical and human), as well as aspects of the scientific epistemology and their relevance to conceptual change. },
	keywords = {alternative conceptions, conceptual change, constructivism, science education},
	issn = {1648-3898},
	url = {http://oaji.net/articles/2017/987-1504180830.pdf},
	author = {Nicos Valanides}
}
